Republic of the Philippines

Department of Education
REGION VIII- EASTERN VISAYAS
LEYTE DIVISION
MARAO NATIONAL HIGH SCHOOL

Daily Lesson Plan

Teacher: ARNOLD M. CONSULAR Grade Level: 11
Teaching Learning Reading and
February 22, 2023
Date: Area: Writing
Teaching 2:00 – 3:00, 3:00 – 4:00 pm Quarter: 3
Time:

I. OBJECTIVES:

A. Content The learner realizes that information in a written text may be

Standard selected and organized to achieve a particular purpose.

The learner critiques a chosen sample of each pattern of

B. Performance
development focusing on information selection, organization,
Standard
and development.

C. Learning Compare and contrast patterns of written texts across

Competencies disciplines.

II. CONTENT:

A. Topic Patterns of written texts across disciplines.

B. Key Behavioral
Be Creative
Indicator
C. Integration
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
None
Pages

2. Learner’s Guide
None
Pages

3. Textbook Pages None

B. Other Nordquist, R. (2016). “Expressive Discourse (Composition).”

Learning About.com Education. Retrieved from
Resources http://grammar.about.com/od/e/g/Expressive-Discourse.htm
 Perez, R.E. (2014). Exit essay: Save the Filipino language.
Retrieved from
http://rjaperez.tumblr.com/post/95149266012/exit-essay-
save-the-filipino-language

“Text as Connected Discourse”. (2016). Quipper Limited.

Retrieved from
https://school.quipper.com/en-PH/courses/reading-and-
writing-skills-1/text-asconnected-discourse.html

C. Materials Laptop, PowerPoint Presentation

III. PROCEDURES:
1. Prayer
2. Checking of students’ attendance
3. Let the students arrange the given jumbled letters to
form a word.
 ONITSEDPRIC
A. Drill
 NOSUASIPRE
 SOURSIDCE
 LINESDICSIP
 EXAMIONTLIFEICP

B. Review Ask the learners what they know about Reading and Writing.

Present a picture saying “STAY SAFE” and let the students

generate ideas from it.

C. Motivation

Present the objective

Group the class into four (4), and each group will be given one
D. Activity
(1) reading text with process questions in it to be analyzed.
1. What is the text all about?
E. Analysis
2. How did the writer describe the subjects?
Patterns of Development help us sort out information
and shape paragraphs or essays. They can help organize an
outline reflecting the purpose of the writer. However, most
paper will use a combination of methods, working together in
F. Abstraction
function of each other.

Narration means to tell a story about people, places, events,

dates, etc. Mostly narratives simply tell what happened in the
 story or the sequence of events. A narrative of personal
experience offers lessons and insights.

Description means to tell what something is like. A good

description will revolve around a "dominant impression."

Definition means to explain what something is.

Exemplification is the process of extending example or a

series of detailed examples.

Classification means to sort items in order to group together

those with similar characteristics and to distinguish them from
those with different characteristics.

Comparison means to identify the ways in which two

"different" items are similar.

Contrast means to identify the ways in which two "similar"

items are different. This means that there is no purpose in
comparing or contrasting two items that do not share some
common characteristic (apples and books).

Cause and Effect/ Causal analysis means to find the reasons

that produced a certain result or to identify the results
produced by a certain phenomenon.

Problem-solution means to start by identifying a problem and

then proposes at least two or more solutions.

Persuasion means organizes ideas to show how a set of

evidence leads to a logical conclusion or argument.

G. Application

Direction: With your partner, compare and contrast patterns of

written texts across disciplines by reading, describing and
answering the process questions of Abraham Lincoln’s
Gettysburg Address.
IV. EVALUATION

Direction: Compare and contrast patterns of written texts

across disciplines by completing the table below.

V. ASSIGNMENT

Controlled Composition. Choose sentences from the list

below. Write two separate paragraphs. Choose relevant
information and organize the sentences into a clear order. The
topics are: “Resilient” and “Pollution.” Each paragraph will
have six sentences. Then, identify patterns of paragraph
development used.
1. Psychologists have identified some of the factors that appear
to make a person more resilient.
2. Such as a positive attitude, the ability to regulate emotions,
and the ability to see failure as a form of helpful feedback.
3. We can be more resilient in times of crisis
4. There are many kinds of pollution.
5. Many people throw garbage on the ground.
6. Any crisis, such as the coronavirus pandemic, can test
resilience.
7. Looking to loved ones for help and emotional support,
increasing self-care, and focusing on the aspects of the
situation that are under your control can help you weather
almost any storm
8. Air pollution comes from cars and factories.
9. Resilient means able to withstand or recover quickly from
difficult conditions.
10. Water pollution comes from factories, too.
11. Noise pollution comes from car horns, factories, trains,
and crowds of people.
 12. Garbage is a kind of pollution.

Prepared by:
ARNOLD M. CONSULAR
Subject Teacher

Approved by:
WILFREDO C. BATOHINOG
Head Teacher